Paul van den Broek

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Panayiota KendeouDistinguished McKnight University Professor, Educational Psychology, University of MinnesotaVerified email at umn.edu
Christine EspinProfessor of Educational Psychology, Special Education, Leiden UniversityVerified email at fsw.leidenuniv.nl
David N. RappProfessor of Psychology and Learning Sciences, Northwestern UniversityVerified email at northwestern.edu
Anne HelderLeiden UniversityVerified email at fsw.leidenuniv.nl
Linda Van LeijenhorstLeiden UniversityVerified email at fsw.leidenuniv.nl
Sandra VirtueDePaul UniversityVerified email at depaul.edu
Jolien M. MouwUniversity of GroningenVerified email at rug.nl
Jan H. van DrielProfessor of science education, University of MelbourneVerified email at unimelb.edu.au
Menahem YeariLearning disabilities studies, School of Education, Bar-Ilan University, IsraelVerified email at biu.ac.il
GraesserProfessor of Psychology and Institute for Intelligent Systems, University of MemphisVerified email at memphis.edu
Darcia NarvaezProfessor of Psychology Emerita, University of Notre DameVerified email at nd.edu
Susan GoldmanUniversity of Illinois at Chicago; Learning Sciences Research InstituteVerified email at uic.edu
Michael E. YoungProfessor of Psychological Sciences, Kansas State UniversityVerified email at ksu.edu
Virginia Clinton-LisellAssociate Professor, University of North DakotaVerified email at wisc.edu
Stephanie WassenburgHuman Environment & Transport Inspectorate (Innovation & Data lab)Verified email at ilent.nl
Inmaculada Escudero DomínguezProfesora Titular de Universidad, Facultad de Psicología (UNED)Verified email at psi.uned.es
Juan Pablo BarreyroCentro Interdisciplinario de Investigación en Psicología Matemática y Experimental - CONICETVerified email at psi.uba.ar
Lalo SalmerónFull Professor, ERI Lectura, University of ValenciaVerified email at uv.es
Richard M. GoldenProfessor of Cognitive Science, University of Texas at DallasVerified email at utdallas.edu
Nathalie BlancProfesseur de psychologie, Université Montpellier 3Verified email at univ-montp3.fr

Paul van den Broek

Leiden University, the Netherlands

Verified email at umn.edu - Homepage

reading comprehension discourse processing learning to read development of comprehension skills intervention


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Causal thinking and the representation of narrative events T Trabasso, P Van Den Broek Journal of memory and language 24 (5), 612-630, 1985	1583	1985
Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. P Kendeou, P Van den Broek, MJ White, JS Lynch Journal of educational psychology 101 (4), 765, 2009	899	2009
Causal cohesion and story coherence T Trabasso, T Secco, P van den Broek Learning and comprehension of text, 1984	868	1984
Sources of individual differences in reading comprehension and reading fluency. JR Jenkins, LS Fuchs, P Van Den Broek, C Espin, SL Deno Journal of educational psychology 95 (4), 719, 2003	800	2003
The landscape model of reading: Inferences and the online construction of a memory representation P Van den Broek, M Young, Y Tzeng, T Linderholm The construction of mental representations during reading, 71-98, 1999	728	1999
Logical necessity and transitivity of causal relations in stories T Trabasso, P Van den Broek, SY Suh Discourse processes 12 (1), 1-25, 1989	695	1989
Comprehension and memory of narrative texts: Inferences and coherence. P Van den Broek Academic Press, 1994	684	1994
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts P Kendeou, P Van Den Broek Memory & cognition 35 (7), 1567-1577, 2007	634	2007
The effects of readers’ goals on inference generation and memory for texts P Van den Broek, RF Lorch, T Linderholm, M Gustafson Memory & cognition 29 (8), 1081-1087, 2001	630	2001
Higher-order comprehension processes in struggling readers: A perspective for research and intervention DN Rapp, P Broek, KL McMaster, P Kendeou, CA Espin Scientific studies of reading 11 (4), 289-312, 2007	548	2007
Integrating memory-based and constructionist processes in accounts of reading comprehension P Van den Broek, DN Rapp, P Kendeou Discourse processes 39 (2-3), 299-316, 2005	548	2005
A cognitive view of reading comprehension: Implications for reading difficulties P Kendeou, P Van Den Broek, A Helder, J Karlsson Learning disabilities research & practice 29 (1), 10-16, 2014	531	2014
The causal inference maker: Towards a process model of inference generation in text comprehension P Van den Broek Comprehension processes in reading, 423-446, 2012	479	2012
The effects of reading purpose and working memory capacity on the processing of expository text. T Linderholm, P van den Broek Journal of educational psychology 94 (4), 778, 2002	463	2002
Simple but complex: Components of the simple view of reading across grade levels J Tilstra, K McMaster, P Van den Broek, P Kendeou, D Rapp Journal of research in reading 32 (4), 383-401, 2009	402	2009
Using texts in science education: Cognitive processes and knowledge representation P Van den Broek Science 328 (5977), 453-456, 2010	394	2010
The role of readers' standards for coherence in the generation of inferences during reading. P Van den Broek, K Risden, E Husebye-Hartmann Part of this research was reported at the Annual Meeting of the American …, 1995	394	1995
A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation P Van den Broek, K Risden, CR Fletcher, R Thurlow Models of understanding text, 165-187, 1996	390	1996
Children's inference generation across different media P Kendeou, C Bohn‐Gettler, MJ White, P Van Den Broek Journal of research in reading 31 (3), 259-272, 2008	379	2008
Cognitive processes in comprehension of science texts: The role of co‐activation in confronting misconceptions P Van Den Broek, P Kendeou Applied Cognitive Psychology: The Official Journal of the Society for …, 2008	350	2008

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